Rethinking Higher Education in Africa: Benefits of Formative Feedback in Enhancing Student Learning
DOI:
https://doi.org/10.70619/vol4iss5pp23-34Keywords:
Formative assessment, formative feedback, higher education, student learningAbstract
Formative feedback plays a crucial role in enhancing the quality of student learning in higher education. This study presents a comprehensive exploration of the benefits of formative feedback in higher education, utilizing a literature review methodology. Drawing on the social-cultural learning theory and Kolb’s reflective learning models, the study reviews empirical research. The findings from the literature analysis reveal that formative feedback significantly improves students' understanding of course material, fosters a more active learning environment, and promotes self-regulated learning. Despite the clear advantages, the study also acknowledges challenges such as time constraints and the need for professional development to effectively implement formative feedback. Formative feedback, distinguished by its ongoing nature and focus on actionable insights, is examined for its role in enhancing student learning outcomes. The study concludes with practical recommendations for educators and institutions, advocating for the integration of formative feedback as a standard practice to support student learning. This research underscores the transformative potential of formative feedback in higher education and calls for ongoing exploration to further optimize its application.
References
Abdullatif, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1), 1–25.
Ajjawi, R., Kent, F., Broadbent, J., Tai, J. H.-M., Bearman, M., & Boud, D. (2022). Feedback that works: a realist review of feedback interventions for written tasks. Studies in Higher Education, 47(7), 1343–1356. https://doi.org/10.1080/03075079.2021.1894115
Bahati, B., Tedre, M., Fors, U., & Mukama, E. (2016). Exploring feedback practices in formative assessment in Rwandan higher education: a multifaceted approach is needed. International Journal of Teaching & Education, IV(2). https://doi.org/10.20472/TE.2016.4.2.001
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26. https://doi.org/10.1080/00091383.1995.10544672
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (3rd ed.). Jossey-Bass.
Carles, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. Routledge.
Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education, 19(1), 35–45. https://doi.org/10.1177/1469787417721363
Christian, C., & Wright, L. (2021). Use of formative feedback to enhance summative performance. Anatolian Journal of Education, 6(1), 109–116.
Deng, Z. (2013). The “why” and “what” of curriculum inquiry: Schwab’s the practical revisited. Education Journal, 41(1–2), 85–105.
Donough, G. (2022). Designing theoretical assessments at nursing higher education institutions: A scoping review. South African Journal of Higher Education, 36(2). https://doi.org/10.20853/36-2-4699
Ellison, C. (2023). Effects of adaptive comparative judgment on student engagement with peer formative feedback. Practitioner Research In Higher Education, 15(1), 24–35.
From teaching to learning: a new paradigm for undergraduate education. (1995). Journal of Change.
Fullan, M. (1997). The Meaning of Educational Change. Teachers College.
Guskey, R. T., & Huberman, A. M. (1995). Professional development in education: New paradigms and practices. Teachers College Press.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
Hunt, L., & Chalmers, D. (Eds.). (2021). University teaching in focus: a learning-centered approach (Second edition). Routledge.
Kohn, E. (2017). The student voice in designing a Jewish studies high school curriculum: a case study. Journal of Curriculum and Teaching, 6(2).
Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Prentice Hall.
Kozulin, A. (2003). Vygotsky’s educational theory in cultural context. Cambridge University.
Kuhn, T. S., & Hacking, I. (2012). The structure of scientific revolutions (Fourth edition). The University of Chicago.
McLeod, S. (2017, October 4). Kolb - learning styles and experiential learning cycle. Simply Psychology.
Meyer, W. H. (2009). ‘When you just get a mark and a nasty comment, what’s that called?’ ‘Summative assessment’ Creating an enabling environment for formative assessment. Southern African Linguistics and Applied Language Studies, 27(2), 215–228. https://doi.org/10.2989/SALALS.2009.27.2.8.871
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3). https://doi.org/10.1002/rev3.3292
Moss, C. M., & Brookhart, S. M. (2019). Advancing formative assessment in every classroom (2nd Edition). ASCD.
Muthuma, L. W. (2018). Assessment in higher education: learning support or measure of achievement? 2018 Research and Innovation Conference: Conference Booklet.
Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. REAP International Online Conference on Assessment Design for Learner Responsibility, 29–31.
Nkealah, N. E. (2019). Applying formative assessment strategies in the teaching of poetry: An experiment with third-year English studies students at the University of Limpopo. South African Journal of Higher Education, 33(1). https://doi.org/10.20853/33-1-1373
Nsabayezu, E. I., Mukiza, J., Habimana, J. C., Mbonyiryivuze, A., Gakub, E., Nsengimana, T., & Niyongabo, N. (2022). Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry. Journal of Educational Sciences, XXII(1).
Null, J. W. (2011). Curriculum: from theory to practice. Rowman & Littlefield.
Olson, J., & Krysiak, R. (2021). Rubrics as tools for effective assessment of student learning and program quality. Curriculum Development and Online Instruction for the 21st Century, 173–200.
Omorogiuwa, O. K. (2021). Benefits and challenges of formative feedback in formative assessment of distance learners. Institute for Open and Distance Learning University of South Africa, 1–12.
Plater, M. (2007). Student assignment feedback. Practitioner Research in Higher Education, 1, 46–50.
Ramollo, K. J., & Kanje, A. (2023). Supporting teachers to develop formative assessment knowledge and skills in no-fee schools. South African Journal of Childhood Education.
Schwab, J. (1982). Science, Curriculum and Liberal Education. University of Chicago.
Schwab, J. (1983). The Practical 4: something for curriculum professors to do. Curriculum Inquiry, 13(240).
Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78(1), 5–23.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–189.
Tagg, J. (2003). The learning paradigm college. Anker Publishing Company, Inc.
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, 100645. https://doi.org/10.1016/j.asw.2022.100645
Vince, R. (2022). Reflections on “behind and beyond Kolb’s learning cycle.” Journal of Management Education, 46(6), 983–989.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. Jossey-Bass.
Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree.
Wilkie, B., & Liefeith, A. (2020). Student experiences of live synchronised video feedback in formative assessment. Teaching in Higher Education, 27, 403–416.
Yan, Ronnel, K. B., & Yaw, J. Y. (2021). Formative assessment, growth mindset, and achievement: examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5–6), 676–702.
Yin, S., Chen, F., & Hui, C. (2022). Assessment as learning: How does peer assessment function in students’ learning? Frontiers in Psychology, 13(912568).
